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Teaching Children Science: A Project-Based Approach, 2/e

Joe Krajcik, University of Michigan - Ann Arbor
Charlene Czerniak, University of Toledo
Carl Berger, University of Michigan - Ann Arbor

How Do I Manage the Project-Based Science Classroom?

MANAGING A SCIENCE CLASSROOM

Materials Needed:

Pencil and paper or a computer


1		Compare and contrast the four classrooms described in the opening scenarios. How are they alike and different with respect to climate, organization, and management? What are the advantages and disadvantages of the management of each classroom? Use the following list of questions in your comparison. Climate What are the classroom goals and expectations? Do students have a role in making the rules? What happens when someone doesn't follow the rules? Does the teacher smile a lot or frown? Do students seem to be enjoying themselves-or do they seem unhappy? Are students encouraged to take initiative and be autonomous, or are they expected to follow the directions of the teacher? Do students talk with each other and with the teacher, or is the classroom discourse only between students and teacher? Do students' ideas and responses help drive instruction and behavior in the classroom, or does the teacher determine the topics, activities, and behavioral expectations? Do students share responsibility for classroom decisions with the teacher, or does the teacher make all decisions? Does the teacher focus on "correct answers" to science questions, or are students encouraged to come up with many different answers? Are students encouraged to critique the teacher and give suggestions for improving instruction that will help them learn? How does the teacher assure that each student's self-esteem is improved? Does the teacher believe that all students can learn science? How does the teacher show this? What does the teacher do to ensure that all students are successful? How are girls and minorities treated in science classes? What does the teacher do to encourage all students in science? Organization How are students' desks arranged? How is the -furniture in the classroom organized? Are students free to move about the classroom? Do they sit at their desks? Where are materials stored? How are they set up for student use? How does the teacher structure the day? How many minutes are given to each subject? How does the teacher structure a lesson? How are materials introduced and used? What comes first and last? What does the teacher do to make a transition -between subject areas? Is the classroom set up to enhance students' safety? How? Management Strategies What is acceptable student behavior? Who establishes this-the teacher or the students and teacher working together? Does the teacher use contracts to establish and -reinforce good behavior? How does the teacher create a climate for good -behavior? Does the teacher anticipate problems that might occur and plan for them? How are materials distributed? How does the teacher deal with disturbances?



2		What do you think an elementary or middle grade classroom should look like? What should be going on in the room? What should the teacher and the students be doing? Imagine looking through a window or a door into a project-based science classroom. Describe your view of a classroom with respect to organization and climate.



3		Compare your views with those of others. How are each of your views similar and different? How might you work with colleagues with differing viewpoints on classroom management? How would you work with a principal or administrator who had different ideas of management?



4		If possible, visit an elementary or middle grade science classroom. Make a video of the classroom and take -detailed notes about the climate, organization, and -management of the room. How would you characterize the teacher's management style? What is your opinion of the classroom environment?



5		Record your observations in your portfolio.

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